Research On Ph.D.Students' Core Competence And The Ways Of Cultivation

The transformation of knowledge production mode,the diversification of academic Ph.D.students'employment trends,the university stakeholders' demand for sharing educational achievements,and the university's intensive development requirement have all challenged the academic doctoral education in China.In order to effectively improve the cultivation quality of Ph.D.students,it is necessary to clarify the Ph.D.students' core competence,which are the knowledge,skills and attitudes to meet their development needs.Then based on the core competence framework,cultivation approach will be choosen.This study used the semi-structured interview method to interview 40 Ph.D.students and 10 doctoral tutors from W and Z universities.The interview transcripts are analyzed by using Atlas.ti(8.3).According to the analysis result,the author has summarized the core competence of Ph.D.students,constructed the core competence framework of Ph.D.students,and known the cultivation approach and status of their core competence.Based on the theoretical analysis of the interview data,this study defines the"center" of Ph.D.students' core competence as the problem-solving ability,which includes finding problems,analyzing problems and solving problems.The "six sub-items" of core competence are summarized as method and technique,expression ability,learning capacity,organizational management,cooperation,and psychological quality.The research result shows that in the process of cultivating Ph.D.students' core competence,the tutor system is the main route,the project-based training system is the carrier,the curriculum teaching is the supplementary mechanism,the dissertation is the quality supervision,the academic exchange is the source of vitality,and self-cultivation is workable measures.The "Six Ways" work together to promote the achievement of Ph.D.students' core competence.In the training of Ph.D.students,the following problems still exist.First,the training target is mainly "one-dimensional" Ph.D.students,which means the target setting is relatively simple,and core ability is not full developed.Second,the single academic career-oriented training approach includes that tutor's guidance is limited to academic competence,practical projects is lacked,course teaching doesn't have much effect,dissertation is one-size-fits-all,academic exchange plays a limited role,and Ph.D.students' self-regulation is deficient.Third,the "scientific research" mechanism in the evaluation of training is imbalanced.Based on the above conclusions,the author suggests:First,it should combine the market demand and the characteristics of the discipline,and improve training objective based on core competence.Second,it is essential to improve the ways of cultivation,guide the tutor to pay attention to the non-academic ability of Ph.D.students,add necessary practical activities,standardize curriculum teaching,design reasonable regulations for dissertations,develop effective academic exchanges,and direct Ph.D.students to adjust themselves.Third,it is necessary to reform the evaluation mechanism,break the imbalance of the "scientific research" mechanism,and pay attention to developing of Ph.D.students' core competence.